• Journal of Korean Elementary Science Education
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• v.20 no.2
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• pp.239-254
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• 2001

The in-depth learning course newly established in the 7th National Curriculum of Science is for students who have mastered regular subject matters on a science topic and want to learn it more deeply or by different ways. Individual learners have their own unique intellectual properties. The study examined the effects of in-depth science learning using multiple intelligence activities on the science inquiry abilities and interests of elementary school children. This study involved two fifth-grade science classes in Busan. Each class was assigned to comparison and experimental group. The science topics covered during the period of the study were Units of Matter and Earth. After studying each regular content formulated by the National Curriculum, the students of comparison group experienced traditional practices of in-depth science, whereas those of experimental one performed the Multiple Intelligence(MI) activities related to the content. Students of both groups were pre- and posttested using the inventories of Science Inquiry Ability and Science Interest. Also, after instruction on the topics, students were interviewed to collect more information related to their loaming. The results are as follows. First, the science inquiry abilities of children were increased by using activities based on MI during the in-depth science teaming. Two inquiry processes, that is, the Prediction which is regarded as one of the basic process skills in science and the Generalization regarded as one of integrated process skills showed statistically significant differences between the groups, although the differences of other skills not significant but more improvements in experimental group than comparison one. Second, the in-depth science loaming through MI contributed to the increasing of interests of the children in science. The scores on Science Interest measured in pretest and posttest with the two groups showed st statistically significant difference. For interest in science instruction, children of experimental group showed high level of interest for the various MI activities, and, although the comparison groups' level of the interest was low, they revealed that they want to experience the MI activities in future instruction of science. Interviews with the children randomly selected from the experimental group when they completed the in-depth programs showed that most of them had much interest in MI activities. Especially, they attributed significant meanings to the experiences of teaming with their friends and doing activities that they want to do. These findings have important implications about usefulness of MI in science instruction. The results also highlight the need for science teachers to provide a variety of experiences and to create environments which encourage the children to use MI to learn a science topic.

• School Mathematics
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• v.9 no.4
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• pp.507-521
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• 2007

The purpose of this study was to investigate the effects of memory retention of mathematical concepts in multiplication in the inquiry-based pantomime instructions. Three months later after the pre-test, a comparison was made between traditional class (TC) and class with the inquiry-based pantomime (IP) approach in terms of students retention of mathematical understandings. Results of the study indicated that the If instructions promoted effective long-term retention of knowledge. We concluded that instructional strategies that promoted active engagement in learning using life examples and drawings produced effective long-term retention of knowledge.

• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.33-46
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• 2021

Inquiry occupies an important place in science education, and research related to inquiry is widely conducted. However, due to the inclusiveness of the concept of "exploration," each researcher perceives its meaning differently, and approaches may vary. In addition, criticisms have been raised that the results of classes using inquiry in science education do not guarantee meaningful changes to students. Therefore, this study attempts to identify the trend of SSCI-level research papers dealing with inquiry in science education over the past three years to confirm the current status and effectiveness of the inquiry. Researches used in the analysis are International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education, and limited to those that directly suggest "inquiry (enquiry)" as a keyword. Based on extracted 75 papers, the classification process was conducted, and an analysis frame was derived inductively by reflecting the subject and characteristics. Specific cases for each category were presented by dividing into three aspects: perception and perspective on inquiry, support and strategy for inquiry, and teacher professional development for inquiry. The results of examining the implications for scientific inquiry are as follows: First, rather than defining inquiry as an implicit proposition or presenting it as a step-by-step procedure, it was induced to grasp the meaning of inquiry more comprehensively and holistically. Second, as to whether the inquiry-based instruction is effective in all aspects of the cognitive, functional, and affective domains of science, the limitations are clearly presented, and the context-dependent and subject-specific properties and limitations of inquiry are emphasized. Third, uncertainty in science inquiry-based instruction can help learners to begin their inquiry and develop interest, but in the process of recognizing data and restructuring knowledge, explicit and specific guidance and scaffolding should be provided at an appropriate timing.

• Journal of The Korean Association For Science Education
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• v.14 no.2
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• pp.184-191
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• 1994

In this study, a part of high school science instructional materials is evaluated by Instructional Quality Profile(IQP) based on the Merrill's Component Display Theory(CDT). The CDT is based on the Gagne assumption of different conditions of learning for different outcomes. The IQP enables the user to check both the consistency and adequacy of existing cognitive instruction. The IQP can be used to predict student performance, and also to design and develop new insturctional materials. The instructional components are classified according to 5 task levels; An Use-Generalities on Newly Encountered Examples(UGeg), A Remember-Paraphrased -Generalities (RpG), A Remember-Verbatim-Generalities (RvG), A Remember-Paraphrased -Examples (Rpeg), A Remember-Verbatim-Examples(Rveg). And the instructional presentations are classified according to 4 levels: Explain Generalities(EG), Explain examples(Eeg), Inquiry Generalities(IG), Inquiry examples(Ieg). The instructional presentations are determined by instructional components of a related test item, and indexes of the presentation adequacy are calculated by the instructional presentations. The indexes of this study(0.17 - 0.44) were very low and it indicates that the instructional presentations were not adequate to the instructional components of the related text item.

• Journal of Korean Elementary Science Education
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• v.31 no.3
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• pp.334-346
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• 2012

For teachers' conceptions and understandings are critical to their decision making and classroom practice, this study attempts to understand pre-service elementary teachers' views and practices of science inquiry during peer teaching practice. Fifteen 4th year university students in teacher education program participated in peer teaching practice. Their teaching and reflective discussion were video and audio recorded and written lesson plans were collected for data analysis. Five science teacher educators individually looked into the data and shared their comments and interpretations on pre-service teachers' views and practice. The study findings suggest that pre-service teachers emphasized the importance of providing students with motivating resources in the beginning of lesson, employing certain inquiry teaching models, the process of predicting and dis/proving via experiment, and teachers' minimal intervention as the important features of inquiry teaching. Science teacher educators emphasized that it is critical to help children understand inquiry questions in the beginning of inquiry process, to be mindful of children's problem solving and critical thinking rather than following instruction models or simply going through prediction and test process. They also commented that teachers' guidance could lead a good inquiry process in classroom practice, not always interfering students' inquiry. Based on the findings, the study suggests science teacher educators need to understand what and how pre-service teachers view and practice science inquiry teaching and consider these as useful resources where they can start effective teaching for pre-service teachers at the university level.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.148-157
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• 2010

The purpose of this study is to examine the effect of small group inquiry activities using IIM on the science process skills and scientific attitudes of students in higher elementary grades. To verify research problems, the subjects of this study were fifth-grade students selected from two classes of an elementary school located in Busan : the research group was composed of thirty students who participated in small group inquiry activities using IIM teaching model situation, and the other was composed of thirty students(comparative group) who participated in a teacher map- based learning situation. For six weeks, the small group inquiry activities using IIM were executed in the research group, while the teacher-map based instruction was conducted in the comparative group Test showed the following results: First, the research group showed a significant improvement in their science process skills compared to the comparative group. Second, the research group did not show a significant improvement in their scientific attitudes compared to the comparative group. In conclusion, small group inquiry activities using the IIM teaching model was more effective than the teacher map-based teaching model on science process skills. However, since the study has a limit on the object of the study and the applied curriculum, the additional studies need to be conducted with an extended comparative group and curriculum.

• Hwankyungkyoyuk
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• v.22 no.3
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• pp.83-96
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• 2009

This article extracted feasible elements for an environmental education program from the 'Intelligent Life', an integrated subject of the 7th elementary school curriculum, and designed a program for second graders in the elementary school and applied it to them in order to examine how the students' environmental altitudes changed. In the controlled class, the instruction followed the lessons specified in the 7th national curriculum faithfully while for the experimental class 1, only the inquiry activity-based environmental education program was applied. Moreover, in experimental class 2, the inquiry activity-based environmental education program was implemented and wrap-up activity was performed as well with the products. To verify the program, questionnaires on the change of environmental altitudes were distributed and analyzed total three times in the pretest, posttest 1(right after the program), and posttest 2(30 days after the program). T-test was carried out with the SPSS 12 program to verify the effect of the applied program. To make up for the quantitative analysis, qualitative analysis was also conducted. The followings show the results gained after the program was implemented. First, This program showed a significant difference(p<.05) in the students' formation of environmental altitudes. Second, it was verified that the inquiry activity-based environmental education class that reorganized the second grade elementary students' 'Intelligent Life' subject had a more positive effect in the cultivation of environmental altitude than the class that followed the present curriculum as it was. It will be necessary to perform follow-up researches on the relativity between curricula for kindergarteners and lower grade elementary school students.

• Journal of Science Education
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• v.37 no.3
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• pp.550-561
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• 2013

The purpose of this study was to explore the effect of science academic achievement, inquiry ability, scientific attitude of students using the STEAM Learning Program. To verify about the effects of science-based STEAM program, a teaching plan and worksheet for students based on STEAM has been constructed and applied. The subjects of this program were the first grade students of both an experimental class(34 students) and a comparative class (34 students) located in Kyonggi Province. The results of this study were as follows: First, there is a significant difference in inquiry ability between two groups. STEAM Learning program accomplished higher achievement than traditional science instruction. Second, STEAM Learning program influenced science academic achievement positively. Third, there is a statistically significant effect on scientific attitude of students than traditional instruction. In conclusion, the STEAM Learning Program was useful to develop the elementary school student's inquiry ability, scientific attitude.

• Journal of the Korean Chemical Society
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• v.47 no.1
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• pp.67-71
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• 2003

The present study examined the inquiry type, process, and context of activities presented in the matter field of the 7th grade science textbook based on the 7th curriculum. It was to investigate for educational suggestions in instruction and development of science textbook. Three units of ‘three states of matter', ‘motion of molecule', ‘the state change and energy' were analyzed. The result indicated that the types, processes and skills, and context of inquiry were not balanced, and learners should be educated with complementary inquiry activities. It is proposed that the inquiry activities presented in science textbooks be examined, and the framework to evaluate inquiry activities be reflected on the standard of science textbook authorization for development of the science textbook to accord with aims and objectives of curriculum.

• School Mathematics
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• v.17 no.2
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• pp.355-376
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• 2015

This study aims to inspect the effect of the yungbokhap education on the development of students' mathematical competence by analyzing students' mathematical discourse in math-based yungbokhap instruction designed by Moon(2014). Specifically, this research focused on the analysis of students' participation structure. The reuslts shows that the students' competence for mathematical communication and inquiry has been improved through the instruction. In particular, the students were increasingly engaged with consensual talk. Also, in the beginning stage, the students tended to unconditionally criticize for others' mathematical opinion. Through the class participation, they gradually developed the competence to express their mathematical ideas to their peers with reasonable mathematical bases. These results suggests that the mathematics-based yungbokhap instruction has positively contributed to the improvement of students' mathematical competence. Based on the results, this paper presented implications for mathematics-based yungbokhap instrcution.